Teaching at its best : a research-based resource for college instructors / Linda B. Nilson
Book | Jossey-Bass | 2010 | 3rd ed.
Available at Gateway-Kenosha Campus General Collection (LB 2331 N5.5 2010)

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Gateway-Kenosha Campus General Collection LB 2331 N5.5 2010 Available
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3rd ed.
xx, 375 pages : illustrations ; 28 cm.
Includes bibliographical references (pages 335-365) and index.
Part One: Laying the groundwork for student learning
Ch.1 Understanding your students and how they learn
Your undergraduate student body profile -- How people learn -- How structure increases learning -- The cognitive development of undergraduates -- Encouraging cognitive growth -- Teacing the millennial generation -- The adult learner -- Inclusive instructing -- The challenge
Ch.2 Outcomes-centered course design
Why outcomes-centered course design? -- Writing outcomes -- Types of learning outcomes -- Types of cognitive outcomes -- Designing the learning process -- Helpful frameworks for designing a course -- Showing students their learning process -- Outcomes-centered course development
Ch.3 The complete syllabus
Appropriate syllabus items -- The graphic syllabus -- The online "living syllabus" -- Getting students to read your syllabus -- The evolving syllabus
Ch.4 Your first day of class -- Before the first class -- First impressions -- Exchanging information -- Social icebreakers: Getting to know you -- Subject matter icebreakers -- Drawing class to a close
Ch.5 Motivating your students -- What we know about motivation in learning -- Credible theories of motivation -- Strategies for motivating students -- Equity in the classroom
Part Two: Managing your courses
Ch.6 Copyright guidelines for instructors
Where copyright does and does not apply -- Common copyright misconceptions -- Free use: Fair use, facts, and public domain -- Printed text -- Visual materials -- In-class performances -- Recording broadcast programming -- Online/Electronic materials and distance learning -- Obtaining permission or license -- How copyright violations are actually handled -- For further and future reference
Ch.7 Preventing and responding to classroom incivility
What is incivility? -- Why the increase? -- Preventing incivility: Your classroom persona -- Responding to incivility -- Seeking assistance
Ch.8 Preserving academic integrity
How prevalent is cheating? -- Who cheats, and why? -- Detecting cheating -- Preventing cheating -- Honor codes -- Changing student values
Ch.9 Making the most of office hours
Getting students to see you -- Making the time productive -- Student-active tutoring -- Students in academic or emotional trouble
Ch.10 Course coordination between facilty and teaching assistants
Before the term: Course review and role specifications -- During the term: Regular meetings teaching feedback -- Extending managing to mentoring
Part Three: Choosing the using the right tools for teaching and learning
Ch.11 Making the lecture a learning experience
Purpose: To lecture or not to lecture? -- Preparing an effective lecuture -- Delivering an effective lecture -- Incorporating student-active breaks: The interactive lecture -- Teaching students to take good notes -- Making the lecture effective for everyone
Ch.13 Leading effective discussions
When to choose discussion -- How to set the stage for discussion -- How to maximize participation through skillful discussion management
Ch.14 Questioning techniques for discussion and assessment
Questioning as a process of inquiry -- Typologies of good discussion questions -- Poor question for discussion purposes -- Turning the tables
Ch.15 Experiential learning activities
Student presentation formats -- Role playing -- Simulations and games -- Service-learning: The real thing
Ch.16 Learning in groups
A group by any other name... -- The case for group work -- Changing methods, changing roles -- The setup and mangement of student gruops -- Management tips -- Tried-andtrue group learning strategies -- Preparing students for life
Ch.17 Writing-to-learn activities and assignments
Freewrites -- The one-minute paper -- Journals -- One-sentence summaries -- Learning logs -- Dialectical notes -- Directed paraphrasing -- Letters, memos, notes, and electronic posts -- Mock tests -- Drafts for peer feedback -- Multiple purposes
Part Four: More tools: Teaching real-world problem solving
Ch.18 Inquiry-guided learning
Definitions of inquiry-guided learning -- The effectiveness of inquiry-guided learning -- Objects and modes of inquiry -- Variations of inquiry-based learning
Ch.19 The case method
The effectiveness of the case method -- The appropriate subject matter -- What makes a good case -- Types of cases -- Debriefing cases -- A postscript for pioneers
Ch.20 Problem-based learning
How PBL works -- Good PBL problems and where to find them -- The effectiveness of PBL -- What students think -- Kudos for creativity
Ch.21 Quantitative reasoning and problem solving
Understanding students' problems with problems -- Modeling expert reasoning -- Teaching the steps of problem solving -- Tutoring students out of bad habits -- Routinizing peer feedback -- Making problems more real and challenging -- Using the pwoer of group learning -- Accommodating new methods to traditional settings
Where science education falls short -- How to help students learn science: General advice -- How the lecture can be made into a meaningful learning experience -- How the lab can be made in to meaningful learning experience -- The essentials of lab safety and management -- Why science education is so important
Ch.22 Problem solving in the sciences
Part Five: Making learning easier
Ch.23 Getting students to do the readings
Why students don't do readings -- How we can equip and induce students to do the readings -- Specific tools for holding students accountable -- Managing your workload
Ch.24 Teaching your students to think and write in your discipline
Cross-disciplinary commonalities -- Teaching critical thinking through the discipline's metacognitive model -- Metacognitive differences among disciplines -- Making students bettr thinkers and writers -- Teaching students to write for their futures -- The many worlds of writing
Ch.25 Accommodating different learning styles
Kolb's learning styles model and experiential learning theory -- Fleming and Mill's sensory-based learning style typology -- Felder and Silverman's index of learning styles -- Parallels across learning style models -- Multisensory, multimethod teaching: Most effective for all
Ch.26 Using visuals to teach
Ch.27 Using instructional technology wisely
Reliable low-tech tools for the classroom -- The choice of high-tech alternatives -- Learning management systems -- Lecutre-related software -- Web resources -- Laptops in the wireless classroom -- Web 2.0 tools -- Looking ahead
Ways that visuals enhance learning -- Types of visuals for learning -- The future of visuals in teaching and learning
Part Six: Assessing learning outcomes
Ch.28 Assessing student learning in progress
Classroom assessment techniques -- Formative feedback -- Studnet portfolios -- Extending classroom assessment to classroom research and the scholarship of teaching and learning
Ch.29 Constructing summative assessments
General testing guidelines -- Objective test items -- Constructed response instruments: Essay questions and writing assignments -- Tests and assignments: The ultimate teaching evaluations
Ch.30 Preparing students for tests
Test preparation measures -- Anxiety-reduction measures -- What the effort is worth
Ch.31 Grading summative assessments
The meaning of grades -- Summative assessments and grading systems -- The qualities of a sound grading system -- Grading constucted responses and papers -- Grading lab reports -- How to grad mechanics quickly while ensuring students learn them -- Outcome-based grading -- Returning students' work -- Helping students use your feedback to improve -- The real meaning and limits of grades
Ch.32 Evaluating and documenting teaching effectiveness
Defining and measuring teaching effectiveness -- Student evaluations -- Peer, administrative, and self-evaluations -- Documenting your effectiveness -- Comprehensive approaches to faculty evaluation -- Complex beyond measure
Synopsis: Teaching at Its Best. This third edition of the best-selling handbook offers faculty at all levels an essential toolbox of hundreds of practical teaching techniques, formats, classroom activities, and exercises, all of which can be implemented immediately. This thoroughly revised edition includes the newest portrait of the Millennial student; current research from cognitive psychology; a focus on outcomes maps; the latest legal options on copyright issues; and how to best use new technology including wikis, blogs, podcasts, vodcasts, and clickers. Entirely new chapters include subjects such as matching teaching methods with learning outcomes, inquiry-guided learning, and using visuals to teach, and new sections address Felder and Silverman's Index of Learning Styles, SCALE-UP classrooms, multiple true-false test items, and much more.
31.00 PRF (99-PRF-9)
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